University of Arkansas at Little Rock

Table of Contents

• Introduction and Mission
• Disability-Related Legislation and Faculty Impact
• General Considerations
• Confidentiality
• Focus on Abilities
• Empowering Students
• Students as Experts on Their Disability Needs
• Accommodation Examples
• The Accommodation Process
• Student Completes the DSS Intake
• Documentation Review by DSS
• Student and Faculty Meet to Discuss Issues
• Implementation and Periodic Review of Accommodations
• The Team: Student, DSS, and Faculty
• Policies
• Syllabus Statement
• Accommodation Responsibilities
• Web Accessibility Policy
• Academic Adjustment and Course Substitution
• Grievance Procedures
• Frequently Asked Questions
• Technical Resources on Campus
• Accommodations by Disability
• Accommodations for Students with Attention Deficit Disorders
• Accommodations for Students who are Blind or Have Low Vision
• Accommodations for Students who are Deaf or Hard of Hearing
• Using a Telecommunications Device for the Deaf (TDD)
• Using the Arkansas Relay Service
• Accommodations for Students with Learning Disabilities
• Accommodations for Students with Medical Disabilities
• Accommodations for Students with Psychiatric Disabilities
• Accommodations for Students with Speech Disabilities
• Accommodations for Students who Use Wheelchairs or Have Other Mobility Impairments
• Appendices
• Accommodation Letter to Faculty
• Tape Recording Agreement
• Environmental Memo
• To Consider When Providing Accommodations
• Chancellor’s Memo on Responsibilities
• Statement for Course Syllabus
• Web Accessibility Policy
• Language and Disability
• Disability Etiquette
• Technology Resources

Introduction

The University of Arkansas at Little Rock embraces the philosophy of inclusion–of persons from a wide variety of cultural and ethnic backgrounds, persons of varying ages, and persons who have disabilities. Increasing numbers of people with disabilities are graduating from college, becoming employed, and fulfilling their career goals, as are their peers without disabilities.

The mission of DSS is to eliminate physical and academic barriers and to fulfill the Division of Educational and Student Services concept of assisting students in achieving their educational, career, and personal goals through the full range of institutional and community resources. In addition, the office was established to ensure that students with special needs receive support services and accommodations to allow them equal access to all UALR programs, and that they have the opportunity to realize their potential.

With the passage of The Rehabilitation Act of 1973 and The Americans with Disabilities Act of 1990 (ADA), more and more people with disabilities have the opportunity to reach their educational and career goals. These federal laws require that institutions such as UALR not discriminate against persons with disabilities in their services or through employment. Non-discrimination mandates in employment also exist for state and local government entities (ADA Title II) and private businesses (ADA Title I). These protections under federal law provide a clear incentive for persons with disabilities to pursue a college education. It is important to remember that accommodations are provided for the purpose of equalizing opportunity, and not to give the student with a disability an advantage over other students.

Many faculty at UALR have had students with disabilities in their classrooms. We want to emphasize that UALR has a very good track record in providing reasonable accommodations to students with disabilities, and you, as faculty members, are to be commended. This handbook is being updated primarily to keep the information current. Early sections highlight the process of accommodating students, and clarify the roles played by students, Disability Support Services (DSS), and faculty. Sections are included on people with specific disabilities and the types of issues and accommodations unique to their needs. Appendices with useful summary information are included for quick reference.

We hope that this handbook will give you some general guidelines for working with any student who learns differently or requires some kind of accommodation in order to achieve his or her potential. The staff of Disability Support Services is also interested in coming to your departments to answer your questions and/or make presentations. We hope you will call on us.

Disability-Related Legislation and Faculty Impact

The following are federal and state laws which require that institutions like UALR do not discriminate against persons with disabilities in either the delivery of services or in employment. These laws are designed to provide persons with disabilities an equal opportunity to succeed–not an advantage over students without disabilities.

Title II of the Americans with Disabilities Act (ADA) provides that “No qualified individual with a disability shall, by reason of such disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of a public entity, or be subjected to discrimination by any such entity.” This is federal civil rights legislation. The major impact on faculty and staff is that if accommodations determined appropriate to prevent discrimination based on disability are not implemented, students have recourse through federal agencies as well as the court system.

Section 504 of the Rehabilitation Act of 1973 provides that “No otherwise qualified individual with a disability in the United States, as defined in section 706 (20) of this title, shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits or, or be subjected to discrimination under any program or activity receiving Federal financial assistance.” Again this is federal civil rights legislation. The Rehabilitation Act impacts recipients of federal funds. In addition to the impact described above for the ADA, institutions risk loss of federal funds.

Arkansas Code 16-123-10 provides that “·the right of an otherwise qualified person to be free from discrimination because of race, religion, national origin, gender, or the presence of any sensory, mental, or physical disability is recognized as and declared to be a civil right. This right shall include, but not be limited to·(2) The right to the full enjoyment of any of the accommodations, advantages, facilities, or privileges of any place of public resort, accommodation, assemblage, or amusement.” Students are more likely to utilize the two federal laws, above, than this state law because they specifically address discrimination based on disability.

The Family Educational Rights and Privacy Act (FERPA) provides for “·the privacy of student education records·Generally, schools must have written permission from the·eligible student in order to release any information from a student’s education record.” Faculty need to be aware that unless there is a demonstrated need to know disability information they should not share information about the disability with others. In seeking advice from a department chair or others within the academic department on implementation of accommodations, it may be necessary to disclose information specific to a student with a disability. In general it is best to seek advice from within the academic department without sharing names.

Arkansas Act 1227 (approved 4/8/99) provides that equipment must be adaptable to make it accessible for individuals who are blind or have low vision, and that web pages be accessible. The purpose of this act is to provide equal access. “For purposes of this act, access means the ability to receive, use, and manipulate data and operate controls included in information technology.” “State or any state-assisted organizations” are subject to this act. One example of how this act impacts faculty is that all web information, including individual faculty webpages, must be accessible. Refer online to www.ualr.edu/pace/webaccess for additional information. Another example of how this piece of legislation affects faculty and staff relates to departmental equipment. If new equipment such as a computer is purchased for the department, this computer must be adaptable for use by individuals with disabilities.

Arkansas Act 758 of 2001 (approved 3/13/01) provides that instructional materials must be provided in a format that is compatible with commonly used braille translation and speech synthesis software. This act mandates that publishers of educational material provide alternate formats (e.g., electronic) for students with disabilities. This piece of legislation does not directly impact faculty and staff, as it is the publishers’ responsibility to provide the educational material in alternate format. However, it is important to know that some publishers, due to size and availability of resources, are more equipped to respond to alternative format requests. If you are choosing a textbook for a course and would like to know what publishers have worked well with the Disability Support Services office in providing alternative formats, please contact DSS and we will share this information with you.

General Considerations

Confidentiality

Under FERPA, the Family Educational Rights and Privacy Act, student records and the information contained within them are confidential, to be shared with others only when there is a demonstrated need. This means that whatever you know or have read about a student’s disability, you should not share in any way either intentionally or unintentionally with other faculty, students, staff, and administrators. This includes the context of recommendations for graduate schools, scholarships, and jobs.

Focus on Abilities

A major barrier to success for students with disabilities is the tendency of others to focus on their disabilities instead of their abilities–what they cannot do versus what they can do. Approach accommodating a student who has a disability with the attitude that he or she has the ability to do the work, but simply needs to accomplish some things in a manner that is different from the traditional way. Viewing the student as pitiable or incapable reinforces the belief some have that students with disabilities are “not college material.”

An example from “Think Ability: the President’s Committee on Employment of People with Disabilities, Educational Kit” (1999) surmises that a lawyer is effective if he or she has a solid grasp of law and can present a complete case before a jury or judge; that the lawyer accesses law books through braille because he or she is blind is immaterial to the outcome. Therefore, the key is to focus on the effective use of the student’s own unique abilities and skills for classroom success.

Empowering Students

It is the goal of DSS to empower students with disabilities to take charge of their lives through becoming more knowledgeable and skilled in expressing their needs, preferences, and desires. The University of Washington conducted research with young people and adults with disabilities and came up with seven (7) empowering strategies.

• Define success for self.
• Set personal, academic, and career goals with realistic, but high expectations.
• Understand one’s own abilities and disabilities and play to the strengths.
• Develop strategies to meet self-defined goals.
• Use technology as an empowering tool.
• Persevere while working hard; yet also be flexible.
• Develop a support network of family, friends, and instructors.

In addition, UALR Disability Support Services encourages students to do the following:

• Learn their legal rights and responsibilities.
• Understand what accommodations will best enable them to succeed both in school and on the job.
• Communicate their needs effectively.
• Become successful self-advocates.

By referring students with disabilities to Counseling & Career Planning Services and encouraging participation in cooperative education, departmental internships, work-study, community practica and jobs, faculty can be instrumental in empowering these students to realize their professional goals.

Students as Experts on Their Disability Needs

There is a wide diversity among people within a given disability type, and a wide range of previous experiences that people have had in accommodating their disabilities. It is important to keep in mind that two people with the same disability may require different accommodations. For example, one student who is deaf may request an interpreter for exams, and another may not. Similarly, one student with low vision may request exams and handouts in large print, while another may be able to read the small print using a magnification device.

Many students are comfortable with their disabilities and very familiar with the accommodation process that works for them. Those who have limited experience with what accommodations they need to succeed in your class may be, for example, freshmen, students whose disabilities are recent or have changed over time, and students who are taking a certain type of class for the first time, such as a computer class or lab science.

Not all students will feel at ease initiating the arrangements needed for appropriate accommodations. There are a number of reasons why students become apprehensive within this process. Some of these may include: drawing attention to their differences, acquiring labels that stigmatize, experiencing negative reactions in the past, asking for accommodations others may perceive as unfair, lacking confidence in approaching those in power, and/or having never been required to assess their own needs and initiate required action(s).

Accommodation Examples

The DSS office will determine accommodations as mandated under federal law. Please remember that student needs are highly individualized and what works for one student with a particular disability may not be effective for another student with the same disability. Examples of accommodations are numerous. Below is a list of some common accommodations. Please refer to Appendix D for a more comprehensive list of potential accommodations.

• Priority registration
• Extended time for exams
• Low distraction testing room
• Large print exams
• Braille exams
• Oral testing
• Interpreters
• Transcribers
• Lab assistant
• Notetakers
• Copies of overheads and PowerPoint
• Taping lectures
• Books on tape or digital format
• Accessible room and/or desk

The Accommodation Process

There are four main steps to the accommodation process. They start with the student completing an intake and registering with the Disability Support Services office. Second, documentation of disability is reviewed and eligibility for services is determined. The third step involves the instructor and the student meeting to discuss the specific accommodation needs. And finally, students and instructors should periodically review the accommodations to ensure that they are effective. It is important throughout this process for the student, DSS, faculty, and staff to work together as a team.

STEP 1: Student Completes the DSS Intake

The intake process involves students disclosing their disabilities and then working together with DSS to identify their accommodation needs. Identifying accommodation needs is an individualized process based on the student’s documentation and educational experiences. Most students come to the Disability Support Services office after being referred by an instructor, a rehabilitation counselor, a high school teacher, or another individual receiving services.

During the intake, students are informed about an accommodation letter to faculty that they may pick up from DSS and deliver to you at the beginning of each semester (see “Accommodation Letter to Faculty from DSS” in Appendix A). This letter is not meant to be an all-encompassing document that gives you all the answers, but it does identify the accommodations determined to be necessary, verify the person has a documented disability, and open the door for further discussion

.

If a student does not give you a letter from DSS you are only obligated to provide very obvious accommodations based on observation–otherwise you can require him or her to come to DSS. An example of an obvious need would be an alternative form of testing for someone who is clearly blind. If a student does not have a letter from DSS, and you are not certain how to proceed with accommodations, please contact us.

In the intake process we strongly urge students to practice an assertive, reasonable approach to communicating their needs to faculty. We also promote DSS as an important resource for faculty and students as we work together to achieve a positive outcome.

STEP 2: Documentation Review by DSS

Students are responsible for providing documentation of their disabilities to DSS. Sometimes they bring it with them to the intake appointment, but more often DSS facilitates the process of getting their documentation by sending a signed consent form to the diagnosing and/or treating professionals. Once DSS has the documentation, it is reviewed by a professional staff member to determine whether it supports the accommodation requests. Students are considered eligible at this point for the requested services that are supported by documentation. If documentation is insufficient to support all accommodation requests, a DSS staff member notifies the student, who may wish to provide additional information.

STEP 3: Student and Faculty Meet to Discuss Issues

We encourage students to approach you either before classes begin or within the first few days of the semester with their accommodation letters. The accommodations listed on these letters have been approved as necessary to achieve equal access as required by law.

Scheduling an appointment to discuss accommodations during your office hours or at some mutually convenient time eliminates the feeling of being rushed or caught by surprise, and the possibility of being surrounded by other students wanting your attention before or after class. It also ensures privacy and less distraction, as well as a more comfortable working rapport. We strongly emphasize the need for your commitment to confidentiality regarding any information students disclose to you personally, information gained through your contacts with DSS, or any other information about a student’s disability you might have.

In your discussions with students, feel free to ask for more information than you see in the DSS accommodation letter to faculty. You should feel comfortable asking questions related to the need for accommodations requested, but be careful not to appear to question that there is a need. Also, when a student discloses the type of disability, you may want to ask for more information about the specific disability (e.g., “Can you explain to me what exactly a learning disability is since I don’t have much experience in this area?”). However, some students choose not to disclose the type of disability, and that is their right unless there is a real need to know. Though the information would ideally come from the student, if you would like more information than the student provides consider contacting DSS. Most students give us permission to discuss their disabilities and accommodations with you.

If the student has not given you enough information to respond to his or her requests encourage the student to meet with you again. Then probe, ask questions, and try to make the student comfortable enough to provide as much helpful information as possible. Again, if these efforts are not successful, you or the student should contact DSS. For many students, well-executed accommodations mean the difference between success and failure. Help us teach the student simply by being inquisitive and by communicating that it is okay to ask for an accommodation. When we all work together to solve problems, a solution is not far away.

Finally, work out any logistical arrangements (e.g., where the tests will be taken when extended time and a low distraction room are needed). Consider using a written record of your meeting. You can use the accommodation letter, adding your own notes about logistics, and giving a copy to the student.

STEP 4: Implementation and Periodic Review of Accommodations

Throughout the semester, you and the student should meet to discuss whether the accommodations are adequate or need revision. There is no single formula that works for everyone, and sometimes trial and error using a variety of accommodations is necessary. This is especially true for students who have never had experience using accommodations. Also, sometimes what both of you thought would work turns out not to be adequate. For example, the low distraction room has unanticipated distractions. Other unanticipated issues may arise. Periodic review can serve to identify alternatives and to get the issues resolved quickly.

The Team: Student, DSS, and Faculty

It is best to approach the issues of accommodating students with disabilities as a team. You, the students, and DSS all have the same goal–to enable students to participate and compete equally in the classroom. Each of us has areas of expertise to contribute. We want to assist and support you and our students who have disabilities.

If you have experienced success in working with students who have disabilities, please consider acting as a mentor for other faculty in your department. We will assist you in this in any way we can. The more people we have to help disseminate techniques, approaches, and success stories, the better for all students with disabilities. If you have an interest in sharing your experience with others by giving a short presentation in our faculty training sessions, please contact DSS.

Student Responsibilities

Students with disabilities are not required by law to identify themselves to UALR and DSS, or to provide documentation of a disability. However, if a student desires accommodations (particularly such things as extended time on exams), the student is obligated to complete necessary forms and provide disability documentation to support accommodation requests. It is reasonable for you to expect the student who states he or she has a disability either to have already gone to DSS, or to go to DSS at your suggestion, before accommodations are provided. Again, the exception is when a disability and the need for a specific accommodation are very obvious based on your observations.

The student is responsible for letting his or her accommodation needs be known. Since the type of requirements, lecture styles, and exams will vary, the student must find out what your course requires, what activities are planned, and any other information that may be relevant. This is not necessarily resolved in one conversation. A student’s needs may vary over time, the student may be learning what his or her needs are through a process of trial and error, or the nature of the assignments/exams may require that adjustments be made throughout the semester. The student should keep communicating with you throughout the semester to give you feedback.

DSS Responsibilities

Disability Support Services staff are here as resources to you as faculty, as well as to students. If you have any concerns that cannot be resolved through discussion with the student, again, please contact us.

We are available for consultation or to meet with you and the student to come up with satisfactory options. Sometimes finding solutions involves talking through the difficulties and possibly generating some creative solutions not yet tried. DSS assists students in facilitating accommodations if they do not feel they have been successful themselves. Sometimes, if a student is new and unsure of how to express his or her needs, we will make an initial appointment with you and the student to discuss accommodations. If you would like more information about disability issues, we can either provide it or guide you to some resources.

In addition, DSS hires and schedules interpreters and transcribers for students who are deaf or hard of hearing. We have the capability of captioning videos and welcome you to send us videos that you use in your classes. We are also responsible for providing textbooks and other course materials in alternate formats, such as on tape or in digital format for students who have impaired vision or learning disabilities. Another service we provide is to hire individuals to assist students in labs. We are also available to assist with registration, counseling, and other support services to students with disabilities at UALR.

We periodically conduct campus-wide faculty and staff training. If you have any special requests or an immediate need for training in your department, call us to discuss arrangements.

Faculty Responsibilities

The Provost has asked that the Disability Support Services statement be included on every syllabus.

It will also help if you make a brief announcement or read this statement out loud the first day of class. This will show students who may be apprehensive that you are aware needs may exist and that you are approachable.

Advise students

As an advisor to students in your department, you may have had questions or concerns about whether accommodating students in class might make them less competitive in the job market. The Americans with Disabilities Act does provide for reasonable accommodations in private and public employment. Often, however, the kinds of accommodations required in the academic environment, such as testing modifications, are not necessary in employment since testing is not a common aspect of most jobs. Assume that your students with disabilities are here to prepare for a career. Please contact Disability Support Services if you want to discuss specific issues, or if you want to set up a meeting to discuss career options. We may want to invite a career planning specialist and/or rehabilitation professional to meet with you, the student, and DSS staff.

Respond to reasonable requests

Faculty are required by federal law to provide reasonable accommodations. This is a fairly vague term, and if you are unsure whether something a student is requesting is reasonable, contact DSS for consultation. Anything that is requested through our letter indicates that we have reviewed the documentation and consider these accommodations reasonable.
An example of a reasonable request would be a student with a learning disability and attention deficit disorder

requesting:

• extended time on exams;
• to take tests orally or to have them read onto cassette tape;
• a low distraction room.

An example of an unreasonable request would be a student with any type of disability requesting that:

• he or she not be required to turn in written assignments because he or she cannot physically perform the task of handwriting.

If the student does not offer any reasonable alternatives to this request and you are not sure how to find a resolution, it is best to contact DSS for assistance. These examples illustrate the fact that our goal is not to change the requirements of your course. Our goal is to enable the individual with a disability to meet those requirements in such a way that does not have the effect of discrimination based on disability. When this does not appear possible to you or the student, we would like to work with you to find an option that works for both parties.

Test what you want to test, not the disability (a rationale)

The rationale for providing test accommodations is that it would be discriminatory to administer any test in such a fashion that would “test the disability” instead of testing knowledge or skills you expect your students to have acquired. When a disability prevents the student from demonstrating to you what he or she knows, an accommodation is necessary.

One example is a student with a mobility impairment that causes him or her to write slower. If the test is collected with all the others and the student has only completed half of the test, the student fails the test without having the opportunity to demonstrate knowledge or skills tested on the second half. The instructor has “tested the disability,” or assessed the student’s writing speed rather than what the exam was designed to assess. The same thing occurs when a student with a learning disability (a processing disorder) is not given adequate time to process questions and answers.

Make the arrangements for testing accommodations

Extended time is an appropriate accommodation provided by federal law. Double time is standard. Usually the student will not use all of this time, and some students will finish on time, but the extra time should be available. When the impairment is very severe the student may need more than double time, but this is rare. If scheduling extended time is a problem, consider breaking the test into sections and taking more than one day to complete it.

UALR philosophy and practice has been that it is the responsibility of individual faculty and their departments to provide accommodations, particularly those involving testing, and that it is appropriate to diffuse this responsibility throughout campus. The DSS staff is of course available for accommodation assistance, when a test needs to be brailled for example, but we are unable to administer any tests. Our department is small and we serve over 500 students.

The logistics have usually worked out with very little effort. Often the student either completes the entire exam in the instructor’s office at a prearranged time or in an alternative accessible location when the instructor can be available. The student should have access to you to ask questions as any other student does.

When a low distraction room is not an issue, the student may begin the test with the rest of the class and finish it in your office (or begin it in your office and finish it with the rest of the class). Please check with the student to determine whether a faculty office is physically accessible (door width, desk height, lighting considerations, etc.).

Logistical concerns are sometimes brought to our attention. When space is limited, the question of where to give the exam so that the student is, for example, in a low distraction setting, given extended time, and proctored, is a problem we recognize. Because special arrangements may be necessary, the where and how must be determined in advance, and not put off until the day of the test. The person in the Registrar’s Office who is in charge of room assignments can help you reserve an empty classroom if needed.

Policies

Syllabus Statement

The Provost requires that all faculty place the approved disability accommodation statement on each syllabus. This statement is found online at http://www.ualr.edu/provost/docs/disabilitystatement.shtml

While it is the policy and practice that students get accommodations approved through documenting their disabilities in DSS, some students may approach you directly. They may give you copies of their documentation, or just ask you for accommodations and not provide you with any documentation. Please send those students to DSS. It helps the institution in meeting its legal obligations if our approach is consistent, and when one instructor provides an accommodation that another instructor does not, we are creating a potential legal problem.

However, when you can clearly see that a student needs an accommodation you may be legally obligated to provide it even in the absence of a DSS letter or a request from the student (courts have been divided on this issue). For example, if a student clearly takes longer to write because of a visible physical disability, it might be helpful to approach the student before the day of the exam and ask if he or she will need extra time, then make those arrangements if necessary. If a student is clearly blind but doesn’t ask for exams in a format other than print, consider asking the student ahead of time whether he or she needs a braille copy of the exam and a way to record the answers, or if an oral exam might be appropriate. Again, we ask you to send these students to us, but when the disability and need for a specific accommodation is very obvious, don’t withhold the accommodation in the meantime.

Accommodation Responsibilities

In addition to the information in the Process section of this handbook, this policy outlines who is responsible for particular types of accommodations. For example, it outlines who pays when a sign language interpreter is requested (in most cases interpreters will be the responsibility of Disability Support Services but there are some exceptions). The policy passed by the Chancellor in 1995 is included in Appendix E.

Web Accessibility Policy

UALR’s Web Accessibility Policy was passed by the Chancellor in 1998. It makes UALR faculty, staff, and anyone else designing UALR webpages and online courses responsible for making them accessible to students with disabilities. This includes using alt tags for graphics that describe them, and using other accessible coding for those who use screen readers that provide voice output. It also means providing a script for any audio clips and captioning for videos on the web. For online courses using video stream for lectures, faculty and Disability Support Services will work out a method for providing captioning, transcripts, or interpreting to students who are deaf or hard of hearing.

Please contact Disability Support Services if you have knowledge that a student enrolling might need modifications for your online or web-enhanced course as soon as you become aware of the potential need. Ideally, DSS would already know about this student, but it is entirely possible that we would not. DSS will also notify faculty when access issues arise.

For additional detailed information about making web pages accessible, go to www.ualr.edu/pace/webaccess/. Disability Support Services and its grant-funded Project PACE can refer you to tutorials you can use to familiarize yourself with accessible design. The STaR (Scholarly Technology and Resources) program is an excellent resource if you need hands-on assistance in making your course-related web pages accessible within WebCT or other course software (569-8954). WebCT has accessibility features you will need to learn. The Academic Computing Services Webmaster (501-569-3345) can also assist you, particularly with departmental or individual faculty web pages. To read the policy, go to www.ualr.edu/provost/webaccesspolicy.html.

Academic Adjustment Policy and Course Substitution

In the spring of 1996 the Faculty Senate passed and the Chancellor signed a policy on academic adjustments for students with disabilities. It outlines the steps students take to get accommodations based on their disabilities. This policy includes provisions for making a course substitution or waiving a course in the event that taking the required course would put the student at a disadvantage because of the disability. Examples are:

• the core curriculum requirement of Introduction to Music for a student who is deaf or hard of hearing,
• the core curriculum requirement of Introduction to Visual Arts for a person who is blind or has low vision,
• the core curriculum requirement of College Algebra or College Math for students with learning disabilities in math,
• the language requirement for students with disabilities that impact language.

When substitutions are made, versus simply waiving the requirement, the intent is to have the student take a course that would give a learning experience similar to the experience of the required course. In majors where a particular course is considered essential for anyone in that major, substitutions are not granted. For example, a math substitution would not be made for a student majoring in business or engineering technology.

Students must provide documentation of the disability that supports the request. For those cases not resolved at the department and dean levels, the student makes the request to a committee appointed by the President of the Faculty Senate. This policy is available online at http://www.ualr.edu/disability/index.php/polacadadjust.

Grievance Procedures

For resolving academic issues (other than grade appeals and course substitutions, which have committees set up for these purposes) students follow the chain of command sequence, always attempting first to resolve an issue with the instructor:

1. The Instructor
2. Department Chair
3. The College Dean
4. The Provost
5. The Chancellor

At any point in the process if the student wishes to file a formal discrimination complaint, he or she would contact the Office of Human Relations (569-8675). This office may choose to follow formal mediation procedures, allowing all parties involved to state their positions. Students may choose to use DSS staff as advocates throughout this process, which is not to say that DSS will always side with the student.

Frequently Asked Questions

Am I obligated to comply with a student’s request for accommodations?
According to the Americans with Disabilities Act of 1990 and the Rehabilitation Act of 1973, you are required to provide requested accommodations if the student has a documented disability. Most students are registered with the Disability Support Services office. However, there will be students who will ask for accommodations who are not registered. If their disability is clearly visible and the accommodation request is reasonable, providing the accommodation is appropriate. We ask that you encourage students to register with our office so that we can provide a more consistent institutional response to student requests, and so the student can take advantage of other campus services.

When do I refer a student to DSS?
Referrals to our office come from faculty, staff, and other students. In general, if a student discusses a disability and its impact academically, and if the student has not already registered with DSS, refer him or her to us. If, for example, a student requests accommodations but does not provide you with a letter from our office and the disability is not clearly visible, you should refer him or her to our office to apply for services. You might let the student know that it is important for our office to have supporting documentation of the disability so that we can determine and provide appropriate services. Another example might be a student that tells you that he or she thinks he or she has a learning disability but is not asking you to do anything. Let the student know about our office and explain that our office can refer students for appropriate diagnostic testing.

What is the process that the student must go through to get services?

A student must first come into our office and register. This registration process includes an intake in which a student and counselor discuss disability as it relates to the academic environment. Students must provide documentation of their disabilities. It is our office’s job to determine whether or not that student is eligible to receive the requested accommodations based on this documentation. If the documentation does not support a requested accommodation, the service is denied until supporting documentation can be provided. Once a student is eligible for services, he or she is given a student handbook and given an explanation of how the accommodation process works, including detailed information on how to request accommodations. Students are then asked to provide their class schedules to our office in order for us to produce accommodation letters, which they will later deliver to their instructors. We tell students that these letters are a communication tool between the student and the instructor, and that it is important to talk with their instructors about their accommodations needs. If the accommodations are not working for a student, it is the student’s responsibility to talk about it with the instructor or come back to our office to discuss his or her concerns.

What are the student’s responsibilities?
First, it is the student’s responsibility to come to our office and register. Unless the need for an accommodation is very evident based on observation, we are not legally responsible for providing accommodations based on a disability to students who do not register with our office and provide documentation. Second, students are responsible for getting accommodation letters each semester and giving them to their instructors. DSS does not send out letters to faculty-letters are delivered to you by the students. We encourage students to become their own self-advocates and learn ways to talk about their disabilities and accommodation needs. Lastly, it is the students’ responsibility to update our office if they have issues or concerns.

What are my responsibilities as an instructor?
Please refer to “Faculty Responsibilities” in this handbook for additional information. The responsibilities of an instructor extend into two main areas. The first area involves the actual provision of accommodations to a student. After the student communicates his or her accommodation need through the DSS accommodation letter, the instructor must then ensure that the accommodation takes place. For example, if a student requests extended time for exams, the student and instructor will work together to schedule the exam. The instructor will then need to make arrangements by either providing the extended time him or herself or finding someone else within the department to administer the exam.

The second area involves confidentiality. Confidentiality is very crucial and simply means that when a student discloses a disability to an instructor, the information should be kept between the instructor and the student.

Is it fair to other students to provide accommodations to those students with disabilities?
It would be unfair and discriminatory not to provide the accommodations, as the individual with the disability learns and performs in a different manner than the student without a disability. It is our goal as an institution to level the playing field for students with disabilities.

What can I expect if a student files a grievance?
If a student brings a grievance to Disability Support Services, the grievance will be handled on a case-by-case basis. Typically, the instructor and student are brought together and the Disability Support Services staff will mediate and try to come up with possible solutions. The student may also choose to involve others outside of DSS. For more detailed information on grievance procedures.

What is a learning disability and what is ADD?
A learning disability results from neurological differences that may alter an individual’s ability to store, process, retrieve, or produce information. Major areas impacted include reading, writing and mathematics. Attention Deficit Disorder (along with the closely related ADHD-Attention Deficit Hyperactivity Disorder) is a neurological disability characterized by difficulties with tasks involving executive function. These include:

• Planning skills
• Organizational skills
• Selective attention
• Maintenance of attention
• Impulse control

Where can I get the disability statement for my syllabus?
The disability statement for a syllabus can be found on the Disability Support Services website at http://www.ualr.edu/provost/docs/disabilitystatement.shtml.

I received an accommodation letter from a student but he never spoke to me about the letter or his accommodation needs. What do I do? What are my responsibilities?
It is the responsibility of each student to communicate with the instructor about his or her accommodation needs. We talk to students during the intake process about this issue and provide them a summary of the accommodation process every time they collect their accommodation letters for the semester. However, we know that some students fail to make contact with you after the initial meeting. While it is the student’s responsibility to make arrangements with you, when the student fails to come forward after delivering the letter, you may want to approach, call or email him or her.

A student handed me a letter at the beginning of the semester and it was understood that she needed to make arrangements with me a few days before an exam in order to receive extended time and a low distraction room. The student showed up on the day of the exam without making prior arrangements but asked for the testing accommodations. What do I do?
As long as it was very clearly understood that the student needed to approach you prior to each exam, you are not obligated to provide the accommodations, as it was the student’s responsibility to make arrangements with you. If there is any doubt as to how clear it was, do what you can to provide the accommodation. After the exam, please refer these students to the Disability Support Services office for further clarification of their role and responsibility as a student.

What is meant by “extended time on exams”?
Extended time on exams is typically double time. If the class period is 50 minutes, the extended time would be an hour and 40 minutes. It is rare, but possible, that a student might need more than double time due to the severity of the disability. It is important to remember that when someone is providing extended time, the student should have the opportunity to ask you questions if needed. A student should not be left with a test without having at least periodic contact with the instructor.

What is considered a “low distraction room”?
A low distraction room can mean different things to different students. Typically, a low distraction room is a quiet place where the student can take an exam. Instructors typically will use an office or a free classroom. Sending the student to the hallway outside the classroom is not a legitimate interpretation of “low distraction.” If the instructor or test proctor stays in the room, the student’s desk can be turned toward a wall. It is important to make every attempt to remain quiet. Asking the student repetitively if he or she needs anything or is almost finished is distracting and should be avoided.

Where can I get more information about different disabilities and resources for my classroom?
Disability Support Services has a federally funded grant project known as Project PACE. This grant project has produced a vast amount of video and print resources for disability specific information and teaching methods for students with disabilities. For more information contact Project PACE at 569-8410 or DSS at 569-3143.

Technical Resources on Campus

The campus has many places where students can utilize technical resources. We offer various resources for students with mobility impairments, students who are blind or have low vision, students who are deaf or hard of hearing, and students with learning disabilities. This technology includes, but is not limited to, adaptive equipment for computers, fitness equipment, computer software to assist students with writing, assistive listening devices, and braille printers. The Disability Support Services office has created a summary of all of the adaptive equipment and computer technologies available on campus. Please refer to the website for the most updated technology information sheets (http://www.ualr.edu/disability/index.php/adaptivetechnology).

Accommodations by Disability

For Students with Attention Deficit Disorders

Attention Deficit Disorder is a neurological disability characterized by difficulties with tasks involving executive function. These include:

• Planning skills
• Organizational skills
• Selective attention
• Maintenance of attention
• Impulse control

Students with ADD may have difficulty with maintaining their attention for a long period of time or with “screening out” unimportant stimuli in the environment. These students may also have difficulty keeping up with materials, organizing information in a meaningful way, or planning a project or paper.

Attention Deficit Disorder is often treated with stimulant medications but behavioral interventions are also recommended. Students with ADD often benefit from external supports such as the use of day planners or personal digital assistants and coaching. Breaking tasks down into manageable parts is also helpful.

It is not uncommon for people with ADD to be undiagnosed or misdiagnosed. If you have a student you believe may need diagnostic testing for ADD, please contact Disability Support Services for more information. Additional support services may be available through the Developmental Skills/Student Support Services program. Eligible students may receive tutoring, and work with counselors on studying and test taking strategies. In addition, the program teaches developmental classes, and has computer labs for reading and math.

Required accommodations are those listed on the Accommodation Letter, as well as those negotiated with DSS staff. These are listed below along with other helpful strategies.

Classroom Guidelines

• Encourage selective scheduling of classes. Scheduling classes so that students have a break between them provides an opportunity for the student to review and organize notes, and to prepare materials for the next class.
• Vary classroom activities and teaching methods. Include hands–on, interactive and small group activities when possible.
• Facilitate the process for the student to use a classmate as a notetaker. You will probably be asked to help recruit a volunteer. You can ask the student to bring some recruitment fliers from DSS if you wish, and make a brief announcement. In your initial private meeting with the student clarify whether the student wants to be pointed out as the person to contact or would prefer not to be pointed out to the class as a person with a disability. Most people with disabilities that are not immediately visible prefer not to be pointed out to others, and we must honor this request. The student can pick up some 2–part self–carboning paper from DSS for the notetaker to use.
• Provide copies of overheads or PowerPoint slides, either on paper or electronically.
• Allow students to tape record lectures. Students with disabilities are legally entitled to tape record lectures (if you have concerns, there is a Tape Recording Agreement form in Appendix B which you can ask students to sign).
• Consider providing copies of your class notes. Some faculty prefer to post these on a website for all students.
• Encourage the organization of study groups.
• Have “model” papers/projects available so the student can see what you consider excellent work and learn by example. You could either use work of past students or an example you work up yourself.
• Provide a calendar that shows due dates for important assignments and tests.
• Provide instructions for exams and assignments in print as well as orally.
• Supply names of potential tutors. If you have upper level or graduate students that are available to tutor, make these contacts available to all students. Facilitate help groups led by upper level students if possible. You can also refer these students to Student Support Services to become paid tutors.
• Provide vocabulary lists. Consider providing handouts of new or technical vocabulary with examples of terms used in context. This will allow all students to organize material presented in class.

Testing Guidelines

• Arrange for alternate grading for everyone. If alternate assignments to tests are equivalent measures to exams in your course, allow the student the opportunity to complete, for example, a paper or special project.
• Provide extended time (double time is standard), in a separate, low distraction room, and access to you, the instructor, for questions during the test. If the test is lengthy consider separating the testing into two parts.
• Provide instructions for exams and assignments in print as well as orally.
• Provide feedback on graded materials. After returning test results to students, allow students to speak to you after class or during office hours so they can gain a clear understanding of their errors. Relate feedback and test content back to classroom lectures, projects, and reading material. Consider allowing students to re–take the exam for extra credit.
• Remember that the same accommodations that apply to full–length exams also apply to pop and other quizzes, in–class writing, or other in–class assignments. For quizzes, the student should be scheduled to complete the quiz either the same day or as close as possible to the same day. A possible solution for quizzes when a low distraction room is not an accommodation would be to have the student start in class and finish after class. For in–class assignments consider giving the student until later that day or the next day. Discuss these issues in your initial meeting with the student.

Some of these techniques can benefit the average learner in your classroom as much as a student with ADD. Your availability through office hours is crucial for these students, for many of whom a five or ten minute interchange can make a world of difference.

For Students Who are Blind or Have Low Vision

The impact that vision loss has on learning and the accommodation process will vary. Some of the factors that influence those variations are:

• Age of onset of the vision loss
• Severity of loss
• Type of loss
• Educational setting
• Opportunities for training and exposure to assistive technologies

The majority of people with impaired vision have some usable, residual vision. Very few persons are “totally blind.” How much a person can see often varies throughout the day depending on variables such as lighting, color contrast, physical health, eye condition, and weather conditions. Some individuals function better in subdued lighting rather than bright lighting. Some with impaired vision can see better with glasses or large print. Each student can help you understand what will maximize his or her functioning in your class.

Of primary concern to students with vision loss is access to information. A delay in gaining access to syllabi, handouts, and textbooks can have a major impact on a student’s ability to perform in a class. It is therefore critical that these students have access to information in a timely manner. The methods that students use to access written materials will vary depending on their type of vision loss, personal preferences, and educational background. Students with low vision will likely prefer large print and magnification devices. Among students who are blind, some prefer to access information through auditory means and others prefer to use braille.

Determining what methods will work best in a given class is a process which will take some discussion between the student, instructor, and possibly the Disability Support Services staff. By the time some students with impaired vision reach college, they have developed their own methods for dealing with visual materials, and can inform faculty members of their needs. Others need to work much more closely with their instructors and Disability Support Services in an ongoing process to develop strategies that work. Even those students with the most experience will come across course requirements unlike any they have had in the past, making new strategies necessary. Students may use one of several methods or a combination of methods.

Adaptive Technology

Adaptive technology and equipment will be very important when working with a student with impaired vision. There are a lot of options for students with visual impairments and no two students are alike. It is important not to make assumptions when working with a student with a vision loss. The preferred method of accessing information will depend on the student and his or her experiences. Despite the method, it will be crucial for students to achieve access. Specifics on how this can be accomplished will be described in the next section. Refer to Appendix J for a listing of all the adaptive technology and equipment we have here on campus.

Alternative Formats

For students with impaired vision, print materials (including graphics) are accessed through alternative formats and adaptive devices. Faculty will probably be asked to provide handouts, including the course syllabus, and exams in another format. For the most part, UALR is required to provide information in the format the student requests, though there may be alternatives that can be discussed. For example, if a student asks for materials in braille, a diskette may also be acceptable to the student.

In a memorandum sent out in August of 1995, the Chancellor indicated that individual departments are responsible for making their own publications, exams, and handouts distributed in class accessible (see Chancellor’s memorandum in Appendix E), while DSS is responsible for converting textbooks, articles, and other reading assignments required for your class. While this division has worked well for large print and oral or taped exams, it has worked less well for braille. DSS will be happy to assist you in producing your class materials and exams in braille. Please understand that during busy periods this can take up to a week, and plan accordingly. For other formats and for your departmental publications, we’ll be happy to consult with your department secretary on how to format documents for production.

• UALR has a Web Accessibility Policy that makes each web designer responsible for learning to make their web pages accessible, in this case for students who use screen readers for voice output. There are resources in Computing Services, the Scholarly Technology and Resources–STaR program (which operates out of the Provost Office), Project PACE (a grant project which operates out of Disability Support Services), and on the Disability Support Services website (www.ualr.edu/disability). The policy itself is in Appendix G.
• Cassette tape recorders are used for recording class lectures, putting textbooks/handouts on tape, recording tests on tape, and recording responses to tests and quizzes. It is important to know whether the student uses a standard two–track tape recorder or a specialized four track tape recorder as well as what size and length of cassette. Departments are responsible for purchasing small items such as tape recorders, but if you should need a 4–track player/recorder, DSS can lend you one. Information on the proper method of reading onto tape is available from DSS.
• Computer diskettes are used for tests/quizzes, textbooks, handouts, copies of faculty or notetaker’s notes, and overheads. Students use the diskette versions to actually “listen” to material through computers with synthesized speech, or to read material on the computer screen with large font. Diskette versions are also used to print out in braille and large print. Students can type their responses to assignments or tests using an adapted computer and save on a diskette. A scanner enables printed material to be put onto diskette assuming the quality of the print is good. The type of computer/software is an important issue to discuss with the student. Information can usually be easily translated from one type of software to another.
• Large print can be produced in a variety of ways. The simplest may be using copy machines to increase the size of print. Some (though not most) students may be able to use a portable, hand–held magnifier to read regular print in any location. A closed circuit television (CCTV) projects the material enlarged up to 60 times onto a monitor. Though CCTVs are usually stationary (e.g., those in the library), DSS has a portable CCTV that can be checked out for use in labs or in the classroom. Print materials can also be enlarged through your word processing software, a relatively simple, effective, and very portable alternative. In some cases a student may request a diskette, which enables the student to read directly on the computer screen or print out the information in large font. You might ask the student to provide an example of the size print he or she can use.
• Braille is used by students to independently make notes for themselves using a slate and stylus, braille writer, or electronic notetaker such as a Braille–n–Speak. A slate and stylus is a simple device that produces “handwritten” braille, the braille writer is a form of typing in braille, and the Braille–n–Speak allows information to be typed using the portable braille keyboard, saved, then accessed through the synthesized speech or interfaced with a computer. Braille can also be produced using a braille printer once material is digitized (print can be scanned when the print quality is good.
• Raised–line drawings of graphic materials are also possible. You can use a screenboard or a Raised-line Drawing Kit to make simple raised-line drawings, or you can ask another student to make drawings of graphics you use while lecturing. This method is only appropriate for very simple graphics that will be used during class discussion. You can construct a simple screenboard by using a clipboard, a piece of window screen, a piece of paper, and a crayon or wax pencil to draw the simple diagram or graph. DSS may be able to lend these to you.
• Use of complex graphics requires advance notice. For more complex graphics, let students know in advance what will be discussed in class, especially if the graphics are to be used as test material, so students can arrange to have graphics made. Some explanation to orient the student is usually required for more complex graphics. DSS has a printer that can produce quality tactile graphics.
• It is important to plan ahead. DSS will need planning time of one week (during busy periods or if we are short–staffed) for this process, and may need to consult you on how to best simplify a drawing without eliminating information you consider essential. For courses that are very visual in nature, such as science courses, it may be necessary to begin the process before the semester starts.

Required accommodations are those listed on the Accommodation Letter, as well as those negotiated with DSS staff. These are listed below along with other helpful strategies.

Classroom Guidelines

• Provide a brief description of the layout of the classroom and furniture. This is especially important if there are any changes from one class period to the next. Also consider any obstacles that might present a problem.
• Be prepared to change seating arrangements if necessary to improve the students’ ability to see you or others. If the student has low vision, a seat in the front of the room may greatly improve his or her ability to participate effectively.
• If a class is moved or cancelled, remember that a note on the board or door, may not be sufficient notification for a student with vision loss. Make sure that the message is delivered effectively to the student. If you don’t have a phone number or email address for the student, contact Disability Support Services.
• Keep in mind that students may be oriented to take a specific route to class each time. If unexpected barriers occur (such as construction on a sidewalk), the student may have to seek assistance from someone to find an alternate route. Most students will be aware of time restrictions and will schedule their classes accordingly. Some barriers, however, are unpredictable. These barriers may result in tardiness on the student’s part.
• Be ready to provide reading lists, syllabi or assignments in advance. This will allow the student time to have the materials translated into braille, read on tape, or printed in large print. By making textbooks and other readings available at least 10 to 12 weeks prior to the start of the course, faculty members assist in making it easier to obtain adapted materials. As you make textbook selections, please make this information available through your departmental office, the campus bookstore, and to any students who request it. Indicate if a previous edition will suffice, since an earlier edition may have already been recorded and would be available much more quickly. Students may call you to find out if there is any reading that is not made available through the bookstore, such as articles copied from journals, or anything put on reserve at the library. It is critical that these readings be available to the student as soon as possible.
• Consider the impact of the lighting on the student’s ability to see. Avoid standing in front of a light source as this may cause a glare and make seeing you more difficult.
• Provide copies of PowerPoint slides on paper and/or diskette, or email these either directly to the student or to DSS to be brailled. Work out the specifics with each student. When creating a PowerPoint presentation, always use the auto layouts provided. If you create additional text boxes, the text in those boxes will not be accessible to students using adaptive technology.
• Facilitate the process for the student to use a classmate as a notetaker. You will probably be asked to help recruit a volunteer. You can ask the student to bring some recruitment fliers from DSS if you wish, and make a brief announcement. In your initial private meeting with the student clarify whether the student wants to be pointed out as the person to contact or would prefer not to be pointed out to the class as a person with a disability. Most people with disabilities that are not immediately visible prefer not to be pointed out to others, and we must honor this request. The student can pick up some 2-part self-carboning paper from DSS for the notetaker to use.
• Provide copies of overheads, either on paper or electronically.
• Allow students to tape record lectures. Students with disabilities are legally entitled to tape record lectures (if you have concerns, there is a Tape Recording Agreement form in Appendix B which you can ask students to sign).
• Consider providing copies of your class notes. Some faculty prefer to post these on a website for all students. Ask for assistance if needed to make your website accessible to screen readers.
• Be aware that some students may choose to use notetaking devices that make some noise. Some of these devices may include a braille writer, a laptop computer, an electronic notetaker, or a slate and stylus. Seating arrangements can be discussed to minimize the impact on other students of the sound of these devices.
• Write clearly on boards or overheads with adequate spacing between words and lines. Handouts and any printed materials including photocopies should provide maximum color contrast and adequate spacing. Be prepared to make large print copies or provide handouts on a computer diskette if requested.
• Read aloud any material written on the board, on overheads or in PowerPoint slides. Even though you have provided a copy of the overheads or slides, the student may be unable to read these in class. Reading what is on the overhead as you lecture will enable the student to follow the concepts and organization of your lecture more easily.
• When pointing to an object of discussion, use the name of the object instead of “this” or “that.” If you are using the blackboard or other visual aids, describe verbally what you are showing to the class. Be specific in your descriptions. Make objects available for students to explore more fully before (preferably) or after class.
• Loan a copy of charts, maps, or other large graphics to the student to follow during the class lecture, or if not possible, before or after class.
• Use contrasting colors and less figure and/or ground clutter to provide better viewing when demonstrating or showing an object. Allow the student to move closer in order to see the object or allow for demonstration through a literal hands–on method.
• Keep in mind that braille and large print differ from standard print. If you are reading from a textbook or handout in class, remember that the page numbers in your copy may not correspond to braille or large print versions. In addition to giving the page number, also provide descriptive information about the section you are reading, such as “the fourth paragraph in Chapter 6.”
• When planning field trips, remember that students may need to make arrangements for a sighted guide or may need to become familiar with the new setting in advance. Inform students well in advance of such activities. Another student in the class may be willing to be the sighted guide, and DSS and/or the student will provide information about how this is done. If there are no volunteers, DSS will do everything possible to provide a sighted guide.
• Understand that laboratory work will be considerably more complex. Certain assignments may require some type of adaptation, which should be agreed upon by the student and faculty member at the beginning of the course. Adaptations may include the student directing a lab assistant to take the necessary action required to complete a task that the student is physically unable to do. Some other tasks required of the lab assistant are to describe visual material in detail, and to read from and record in the lab manual. DSS can assist by hiring the lab assistant and providing him or her with some guidelines. You and other faculty in your department might be able to help us recruit someone who is familiar with your lab procedures using a flier DSS provides to distribute to classes in the department and to post on the bulletin board.

Testing Guidelines

• Discuss plans for modifying testing procedures prior to the first exam. You and the student should agree on a mutually convenient method or combination of methods for testing accommodations in advance, with the option to modify as needed throughout the semester. Consider factors such as extended time, the availability of adaptive equipment, and a distraction–free location for taking the exam. In addition, some students experience pain, fatigue, or fluctuations in vision that may require them to take a break during testing. Time and place are important factors and it is the department’s role to provide the room. Contact the Registrar’s Office to reserve an empty classroom if there is no suitable space in or near your department office.
• Determine which format will work best for your student. The student may choose to get the exam in braille, in regular print (and use a magnification device), in large print with or without a CCTV or magnifier, on cassette tape, as raised-line diagrams, or on computer diskette to be used with an adapted computer. Some students may prefer having the test read onto an audiotape or by a live reader.
• Understand and plan for the fact that, except for braille, faculty are responsible for producing the test format themselves or in conjunction with department staff. A good option may be taping the test and either leaving appropriate space between questions for student responses, or using a second tape for answers.
• Consider how students will record their answers to the exam. They may write their answers on an answer sheet or directly on the test, record their answers on an audiotape, type into an adapted computer, use a CCTV, or use a scribe.
• Provide extended time (double time is standard), and access to you as instructor for questions during the test. The use of adaptive equipment or an alternate format such as audiotape, large print or braille takes extra time.
• Remember that the same accommodations that apply to full–length exams also apply to pop and other quizzes, in–class writing, or other in–class assignments. For quizzes, the student should be scheduled to complete the quiz either the same day or as close as possible to the same day. A possible solution for quizzes when a low distraction room is not an accommodation would be to have the student start in class and finish after class. For in–class assignments consider giving the student until later that day or the next day. Discuss these issues in your initial meeting with the student.

For Students who are Deaf or Hard of Hearing

The major challenge facing students who are deaf or hard of hearing is access to the spoken word. People with hearing loss make up a very diverse group. The impact of a hearing loss will vary from person to person. There are several factors that contribute to the diversity among people who are deaf or hard of hearing. Some of these factors are:

• Age of onset of hearing loss
• Degree of hearing loss
• Communication method
• Type of educational program(s) attended

As a result of the variety of these factors, there may be a significant impact on the student’s written communication and/or reading comprehension. Students who were born deaf or became deaf soon after birth usually have learned English as a second language. Any deficit you may notice in the student’s English skills is not a reflection of his or her intelligence.

Communication Issues

• The deaf or hard of hearing students you have in your class may use sign language, speech, or a combination of the two. It is best not to make assumptions about how a student will communicate.
• Students who are deaf or hard of hearing receive information in various ways: through an interpreter, speechreading, an Assistive Listening Device (ALD), real–time captioning, TypeWell or a similar system of speech to text transcription.
• Sometimes students use a combination of accommodations (for example, an ALD and TypeWell).
• Having a student who is deaf or hard of hearing in your class does not mean you have to learn sign language. Although it is always appreciated when faculty learn some fingerspelling or some sign language (perhaps being able to say, “My name is…” or “Good morning. How are you?”) to help put the student at ease, it is not expected that teachers who only occasionally have deaf or hard of hearing students in their classroom will learn to sign. Interpreters or transcribers will be provided upon request from the student to facilitate the communication in the classroom (or the lab, field trips, etc).
• If a student requests an interpreter or any other accommodation, direct the student to DSS to make a written request.
• Always look at the student when you speak, whether or not an interpreter or transcriber is used.
• Address the student directly using first–person speech. Never say to an interpreter, “Tell him (or her).”
• Speak naturally and clearly. Don’t exaggerate lip movements or volume.
• Use appropriate facial expressions, gestures, and other natural body language.
• Students with significant hearing loss will likely use a TDD (Telecommunication Device for the Deaf) to communicate on the telephone. If you need to contact the student by phone and don’t have a TDD, be aware that the Arkansas
  Relay Service allows you to use your telephone to call a deaf student and have a conversation through an operator who types what you say to the student, and voices what the student types to you. Refer to the following pages on using a TDD and the Arkansas Relay Service. Email and instant messaging may also be appropriate methods for contacting students.

Using Interpreters

• Interpreters facilitate communication between you and your class and the student who is deaf or hard of hearing.
• Interpreters are certified professionals who train for many years to do their job and who abide by a code of ethics.
• Interpreters sign in the language or mode that the student prefers. This can include American Sign Language (ASL), signing more in English word order, or somewhere along the continuum between the two. The oral interpreter mouths without voice what is being said so students can speechread more easily. The interpretation between the spoken and/or signed message requires processing time. The processing time is usually equivalent to a few words or concepts and may vary depending on the subject matter. The communication facilitated through the interpreter allows the student to receive information, make contributions to lectures or discussions, and have individual dialogues with students and faculty.
• The interpreter will usually stand or sit near the speaker. The student then has the option of viewing both you and the interpreter to more fully follow the flow of conversation.
• If you know a student uses an interpreter and you want to catch him or her in the hall but do not see the interpreter, communicating with written notes is appropriate. For lengthier discussion, give the student a note requesting an appointment time and asking the student to bring an interpreter. Due to a shortage of interpreters, the timing of this meeting may need to be negotiated.

Using Transcribers

• Transcribers also facilitate communication between you and your class and the student who is deaf or hard of hearing, by typing what is said onto a notebook computer using specialized abbreviation software called TypeWell. The transcript is transmitted via wireless cards to a notebook computer in front of the student, so that the student gets real-time access to the spoken word.
• The transcriber usually chooses to sit where overheads and PowerPoint presentations can be easily viewed, and doesn’t necessarily have to sit near the student who is deaf or hard of hearing, since wireless cards are being used.
• Transcripts are provided only to the student who is deaf or hard of hearing (unless there is another student with a documented disability in the class who would use the transcript instead of a notetaker). If you would also like to receive the transcripts, please notify your transcriber. Please be aware that the transcripts are not word-for-word representations of what was said in class, but rather meaning-for-meaning, so your exact wording may not appear in the transcript, but the content of your lecture is there.

Using Assistive Listening Devices

• Many students who use hearing aids effectively in quiet environments have a difficult time following information presented in large college classrooms. In the classroom, the instructor’s voice is competing with background noise, room echo, and distance. Therefore, the intelligibility of the instructor’s voice is degraded by the poor room acoustics as well as the hearing loss. Most Assistive Listening Device systems (ALDs) use a microphone /transmitter positioned close to the instructor’s mouth to send the instructor’s voice through the air to the receiver worn by the student. By placing the microphone close to the instructor’s mouth, ALDs can provide clear sound over distances, eliminate echoes, and reduce surrounding noises. Assistive Listening Devices have proven to be an effective teaching tool for students with hearing loss. Providing a good listening environment can have a major impact on an individual’s academic performance.
• When ALDs are being used, it is helpful to repeat what is said off-mic. For example, if a question is voiced by a student in the class, repeating it on mic will ensure that the deaf or hard of hearing student gets the information, and will also likely benefit other students in the class.
• If a student or someone else in the classroom is going to speak for a protracted period of time, have that person wear the mic.
• If you are going to have a private conversation or leave the classroom, be sure to turn the transmitter unit off. Otherwise, you may be out of the classroom, but what you’re saying isn’t.
• The student will provide you with the mic and transmitter prior to each class. Return the equipment to the student at the end of class. The student is responsible for maintaining the equipment and making sure the batteries are charged.

Required accommodations are those listed on the Accommodation Letter, as well as those negotiated with DSS staff. These are listed below along with other helpful strategies.

Classroom Guidelines

• Do not stand in front of a light source. Standing in front of a light source puts your face in a shadow, making it very difficult to speechread you.
• Face the student when speaking. Try to avoid speaking any time the student can’t see your face, such as when you write on the board or walk around the room.
• Don’t block your face from view. When using an overhead projector, stand to the side of the projector so that it doesn’t block your face. If a PA microphone is used in a large classroom, keep the microphone below your mouth to facilitate speechreading.
• Use visual aids whenever possible.
• Be specific when referencing information. When referring to items on the board, try to be specific about the word or phrase you’re making reference to by pointing directly to it.
• Show captioned tapes. When showing a videotape to the class, make sure it is captioned. Make sure any videos you purchase for classroom use are captioned. Videos may be ‘open captioned’ (always visible) or “closed captioned” (visible only when a decoder within the television reveals them). DSS has the ability to open caption some videos-please inquire at the beginning of the semester, or at any time for videos you use frequently and want to have captioned for future semesters.
• For small classrooms, arrange desks in a semi-circle. If that is not possible, the deaf or hard of hearing student may want to sit in front and to the side to better see you, the interpreter, and the rest of the class.
• Be aware of noise level. Hard of hearing students, whether or not they are using an assistive listening device, may be very sensitive to environmental sounds, which tend to ‘mask’ speech. Background noise should be kept to a minimum.
• Repeat comments from other students if needed. If the interpreter or transcriber was unable to hear the comments, or if the student is using an Assistive Listening Device, repeating comments or questions from the class ensures the student gets the information.
• When new materials are to be covered which involve technical terminology not in common usage, supply a list of these words in advance to the student and the interpreter or transcriber.
• Facilitate the process for the student to use a classmate as a notetaker. You will probably be asked to help recruit a volunteer. You can ask the student to bring some recruitment fliers from DSS if you wish, and make a brief announcement. In your initial private meeting with the student clarify whether the student wants to be pointed out as the person to contact or would prefer not to be pointed out to the class as a person with a disability. Most people with disabilities that are not immediately visible prefer not to be pointed out to others, and we must honor this request. The student can pick up some 2-part self-carboning paper from DSS for the notetaker to use.
• Provide copies of overheads or PowerPoint slides, either on paper or electronically.
• Consider providing copies of your class notes. Some faculty prefer to post these on a website for all students.

Testing Guidelines

Most students who are deaf or hard of hearing will be able to take examinations and be evaluated in the same way as other students. Accommodations may be needed for some.

• Permit students to utilize an interpreter when necessary to assess their knowledge of content. On written exams, due to idiomatic expressions and syntactic English subtleties, some students may require an interpreter to interpret the questions in their preferred mode of communication. A voice interpreter may also be needed when students are being assessed for performance on oral presentations or in discussions.
• Allow the student who is deaf to sign test answers to you through an interpreter when this is indicated as an accommodation. This can be an effective way to ensure the student understands the content of the class material, and is not getting stuck on the English verbiage.
• Provide extended time (double time is standard), and access to you as instructor for questions during the test. Utilizing an interpreter to communicate the content of exams takes additional time. Extended time may also be recommended due to a student’s lack of proficiency in English.
• Remember that the same accommodations apply to pop and other quizzes, in-class writing, or other in-class assignments as to a full-length exam. For quizzes, the student should be scheduled to complete the quiz either the same day or as close as possible to the same day. A possible solution for quizzes would be to have the student start in class and finish after class. For in-class assignments consider giving the student until later that day or the next day. Discuss these issues in your initial meeting with the student.

For Students with Learning Disabilities

Students with learning disabilities (LD) by definition have average or better than average intelligence. Learning disabilities result from neurological differences that may alter an individual’s ability to store, process, retrieve, or produce information. Some people with learning disabilities may have difficulty in only one of these areas; others may have difficulty in more than one. These difficulties may impact the following tasks:

• Reading
• Auditory processing
• Visual processing
• Writing
• Speaking
• Retrieving information from short–term memory
• Performing mathematical calculations

Every person processes information through a combination of a visual mode, an auditory mode, and a kinesthetic (or hands–on) mode. The difference for the person with learning disabilities is that one or more of these modalities may be impaired and the ability to attend to tasks is unreliable. This causes the message to become scrambled as it enters the brain during the learning process, and can trigger a scrambled response or output. The brain may not store information in an efficient manner, particularly when moving input from short–term to long–term memory. This results in poor memory, or difficulty retrieving information quickly in its complete form.

It is important to remember that students with this disability compensate by receiving and transmitting information in a modality or combination of modalities that works best for them, and may need extra time to “unscramble” information. They may learn to “learn differently,” which does not mean they are “unable to learn.”

It is not uncommon for people with learning disabilities to be undiagnosed or misdiagnosed. If you have a student you believe may need diagnostic testing for learning disabilities, please contact Disability Support Services for more information.

Additional support services may be available through the Developmental Skills/Student Support Services program. Eligible students may receive tutoring, and work with counselors on studying and test taking strategies. In addition, the program teaches developmental classes, and has computer labs for reading and math.

There is no one set of methods for each individual type of learning disability. The key to providing accommodations is to facilitate the student’s ability to access and express information he or she has mastered. Otherwise, just as with the person who writes slowly due to a physical impairment, you risk “testing the disability” rather than what you wanted to test. The overall goal of classroom and testing accommodation is to allow the student to access his or her compensatory learning process through the following strategies.

Adaptive Technology

Many students with learning disabilities may use adaptive technology that assists them in accessing information and also in writing papers. An example is screen reader software that voices digitized text. Some screen readers have study strategies built in, such as the ability to add your own notes, highlight, color code, or bullet text easily. Another example is software to assist students to organize their writing by creating a concept map, and then outlining text from the graphic representations created. Refer to Appendix J for a detailed list of technology available to students.

Required accommodations are those listed on the Accommodation Letter, as well as those negotiated with DSS staff. These are listed below along with other helpful strategies.

Classroom Guidelines

• Allow students to use equipment in the classroom (e.g., tape recorders, electronic spellers, laptop computers, or assistive listening devices). Students with disabilities are legally entitled to tape record lectures (if you have concerns, there is a Tape Recording Agreement form in Appendix B which you can ask students to sign).
• Facilitate the process for the student to use a classmate as a notetaker. You will probably be asked to help recruit a volunteer. You can ask the student to bring some recruitment fliers from DSS if you wish, and make a brief announcement. In your initial private meeting with the student clarify whether the student wants to be pointed out as the person to contact or would prefer not to be pointed out to the class as a person with a disability. Most people with disabilities that are not immediately visible prefer not to be pointed out to others, and we must honor this request. The student can pick up some 2–part self–carboning paper from DSS for the notetaker to use.
• Provide copies of overheads or PowerPoint slides, either on paper or electronically, or email these directly to the student, working out the specifics with each student. When creating a PowerPoint presentation, always use the auto layouts provided. If you create additional text boxes, the text in those boxes will not be accessible to students using adaptive technology.
• Consider providing copies of your class notes. Some faculty prefer to post these on a website for all students. Ask for assistance if needed to make your website accessible to screen readers.
• Be available for individual questions about lecture content. The opportunity to ask questions will increase students’ understanding of information and concepts.
• Hand out the syllabus as soon as possible to the student, even before the semester starts if requested, and provide ample opportunity through office hours for the student to ask questions clarifying course requirements, projects, and timelines.
• Make reading assignments available before the semester begins, especially for students who use books on tape or digital format. By making textbooks and other readings available at least 10 to 12 weeks prior to the start of the course, faculty members assist in making it easier to obtain adapted materials. As you make textbook selections, please make this information available through your departmental office, the campus bookstore, and to any students who request it, so students have sufficient time to make the necessary arrangements. Indicate if a previous edition will suffice, since an earlier edition may have already been recorded and should be available much more quickly. Students may call you to find out if there is any reading that is not made available through the bookstore such as articles copied from journals, or anything put on reserve at the library. It is critical that these readings be available to the student as soon as possible.
• Clarify concepts by breaking them down. Provide tips or strategies on how to complete projects or prepare for exams. This is extremely helpful to the student with a learning disability and does not give the student an “unfair advantage” over the other students.
• Have “model” papers/projects available so the student can see what you consider excellent work and learn by example. You could either use work of past students or an example you work up yourself.
• Provide a calendar that shows due dates for important assignments and tests.
• Provide instructions for exams and assignments in print as well as orally.
• Supply names of potential tutors. If you have upper level or graduate students that are available to tutor, make these contacts available to all students. Facilitate help groups led by upper level students if possible. You can also refer these students to Student Support Services to become paid tutors.
• Provide vocabulary lists. Consider providing handouts of new or technical vocabulary with examples of terms used in context. This will allow all students, especially those with learning disabilities, to organize material presented in class.

Some of these techniques can benefit the average learner in your classroom as much as a student with a learning disability. Your availability through office hours is crucial for these students, for many of whom a five to ten minute interchange can make a world of difference.

Testing Guidelines

• Provide extended time (double time is standard), and access to you as instructor for questions during the test. If the test is lengthy consider separating the testing into two days.
• Provide a separate, low distraction room if needed and again access to you as the instructor for any student questions.
• Consider arranging for alternate grading for everyone. If alternate assignments to tests are equivalent measures to exams in your course, allow the student the opportunity to complete, for example, a paper or special project.
• Put tests on cassette or allow readers for students whose auditory processing ability is strong. A scribe or a tape recorder for responses may be needed for a student who can dictate excellent essays, but has difficulty writing them down. Allow a student who can organize thoughts well using a computer or typewriter to type out answers.
• Permit use of calculators, electronic spellers, spelling dictionaries, scratch paper, etc. on exams. If security is a concern with electronic devices, ask the student to show you the device and seek to understand its use from a functional perspective based on the test content, its format and the student’s particular disability.
• Provide feedback on graded materials. After returning test results to students, allow students with learning disabilities to speak to you after class or during office hours so they can gain a clear understanding of their errors. Relate test content and format back to classroom lectures, projects, and reading material.
• If asked, provide clarification of test questions including rephrasing a question or substituting a less complex word for a non–substantive word on the test. This is a matter of helping the student figure out what the question is asking and/or may be part of the “unscrambling” process.
• Remember that the same accommodations apply to pop and other quizzes, in-class writing, or other in-class assignments as to a full–length exam. For quizzes, the student should be scheduled to complete the quiz either the same day or as close as possible to the same day. A possible solution for quizzes when a low distraction room is not an accommodation would be to have the student start in class and finish after class. For in-class assignments consider giving the student until later that day or the next day. Discuss these issues in your initial meeting with the student.

There is no one set of methods for each individual type of learning disability. The overall goal of classroom and testing accommodation is to allow the student to access his or her compensatory learning process through various strategies.

For Students with Medicla Disabilities

There are many chronic diseases and medical conditions that may affect a student’s educational pursuits on a continuing or periodic basis. The following are conditions which have required accommodations for UALR students: diabetes, seizure disorders, severe allergies, asthma, sickle cell anemia, post-polio syndrome, low back injury, muscular dystrophy, multiple sclerosis, lupus erythematosus, kidney disease, AIDS, HIV, rheumatoid arthritis, chemical sensitivities and cancer. Obviously, the symptoms of these illnesses vary greatly and, as a result, the accommodations that students need vary. Accommodation is determined on an individual basis as a result of discussion and planning between the student, DSS, and faculty.

EMERGENCY SITUATION GUIDELINES

There are some medical conditions that may, at some time, cause an apparent emergency situation in the classroom. Knowing what to expect and what should be done can lessen anxiety and help keep the situation in perspective.

Phone Protocol

Render first aid yourself if you know how and send someone to call for help. Call Health Services (569-3188), give the following information and then wait for instructions:

• who is calling;
• exact location of the emergency;
• what has happened and what is being done.

If the individual can’t walk to Health Services and is in need of medical attention, call 911. Station someone outside the building to direct emergency people to the scene.

Seizures

Seizures have different causes and vary considerably in appearance. Students with epilepsy or other seizure disorders should talk to you at the beginning of the semester to let you know what symptoms they have and what you should do. The degree of severity ranges from a brief staring episode to a grand mal seizure. The latter is the more frightening to observe.

• Don’t panic. Seizures are usually short and not life threatening.
• Protect the person from injury by removing chairs or desks, not letting a crowd form, and placing a towel or coat under the person’s head if needed for protection.
• Do not try to force anything into the mouth.
• If a person seems to be having trouble breathing, turn the person on his or her side; or from behind, push the lower jaw up and out; or tilt the head back to open the airway.
• Following a seizure, the person may be sleepy or confused.
• Have someone accompany him or her to Health Services, or after hours to the Department of Public Safety (DPS can help locate someone to take the student home if needed).

Insulin Reactions

Occasionally, a person with diabetes may experience a rapid drop in blood sugar, causing restlessness, irritability or confusion, followed by increasing stupor and loss of consciousness.

• The immediate need is for orange juice, a regular soft drink or something else sweet, followed shortly by more substantial food. Usually a person with diabetes will carry food.
• You may need to find and get it out of the person’s purse, backpack, or pockets.
• Emergencies from elevated blood sugar do not happen rapidly, so don’t worry about doing the wrong thing: give the drink or candy first.

The exception to this rule is if the person is losing consciousness. In this case do not give fluids or put food in the person’s mouth. Call for help.

Breathing Emergencies

An allergic reaction, asthma or heart disease may cause a person to become short of breath.

• Staying calm will help diffuse the situation and allow you to use good judgment.
• Ask the student if he or she knows what is causing the problem and what helps.
• Follow any directions given by the person if he or she seems to be in control.
• The person may have medication to take.
• If indicated, follow the phone protocol outlined above. Health Services keeps emergency medication for severe allergic reactions. It must be administered as quickly as possible. EMT teams also carry it.

Environmental Illness or Chemical Sensitivity Disorder

If a student with Environmental Illness or Multiple Chemical Sensitivity Disorder is severely allergic to something in the classroom environment, it may be necessary to move the class to another building or a room with better ventilation. For example, chemical substances associated with new carpeting, painting, or other restoration work found in one building may not be found in another. If the allergy seems to be to something like the type of markers used on overheads, you can easily accommodate the student by finding another kind, or a different way to display information. Sometimes different cleaning materials can be substituted for those that might be causing problems. Faculty may need to encourage students in the class to avoid using hair sprays, perfumes or other chemicals on the days they have a class with these individuals. The Environmental Illness Letter from Health Services and DSS is available as a means of documenting the disorder, and it gives a statement to be read to the class (refer to Appendix C). Symptoms include headaches, breathing disorders, intestinal problems, memory loss, flu-like symptoms, dizziness, mental confusion, depression, and chronic exhaustion.

General Considerations

Since medical disabilities vary greatly, the implications and accommodations will vary greatly as well. An awareness of the possible implications of medical disabilities will help you determine teaching strategies and accommodations that might be helpful. Be aware of the following possibilities when teaching students with medical disabilities.

• The student’s symptoms may vary during the semester. A student with a chronic illness may begin the semester in good health but have an episode or relapse during the semester. The need for accommodations, therefore, may vary from time to time.
• The student may have to miss classes occasionally or may have an extended absence.
• The student may have symptoms that directly affect his or her ability to perform academically. Symptoms that may have a direct impact on learning include: difficulty concentrating, fatigue, memory and recall problems, and drowsiness. All of these symptoms can be caused by an illness or may be side effects of medications.
• The student may have other symptoms that affect his or her participation in other ways. It is important to be aware that many symptoms influence a person’s ability to participate in class. For example, a student may not be able to tolerate sitting or standing for long periods of time and may need to have the freedom to change positions during the class period. Some illnesses or medications make a person susceptible to dehydration, so students with these illnesses may need to have water available or leave the classroom to get a drink occasionally. Even though these symptoms do not directly affect learning, they do have an impact on how the student engages in the learning process.
• The disability may be a “hidden” disability. There may not be outward signs that a student has a chronic illness. Students with “hidden” or “invisible” disabilities often have to deal with disbelief from others regarding the implications of their illness. This can lead to insecurities and hesitancy to request accommodations. The variability of symptoms may also contribute to the skepticism of those around them. It is important to be aware that variability of symptoms is common and a person doesn’t have to “look sick” to have severe symptoms.
• Students with medical conditions may not be aware that they q